Tina Heafner

Tina Heafner
Professor
COED 317
704-687-8875

Profile

Tina L. Heafner, Ph.D. is a Professor in the Department of Middle, Secondary, and K-12 Education at the University of North Carolina at Charlotte. She earned her Ph.D. in Curriculum and Instruction from the University of North Carolina at Greensboro. At UNC Charlotte, her administrative responsibilities include coordinating the M.Ed. in Secondary Education and the Minor in Secondary Education. Tina's teaching and research focus on effective practices in social studies education such as professional development schools, mentoring and coaching, technology integration, mobile technologies, content literacy development, and cultural relevance. Other research interests include policy and curriculum issues in social studies and content-based online teaching and learning. Publications include eight co-authored books including titles such as: Beginning Inquiry: Short Texts for Inexperienced Readers, Seeds of Inquiry: Using Short Texts to Enhance Students Comprehension of World History, Seeds of Inquiry: Using Short Texts to Enhance Students Comprehension of U.S. History, Targeted Vocabulary Instruction in Secondary Social Studies, Strategic Reading in U.S. History, and Strategic Reading in World History, and four edited books including Exploring Teacher Education Programs and Online Learning Tools: Innovations in Teacher Preparation. She has published articles in peer reviewed journals such as Teacher's College Record, Educational Researcher, Kappa Delta Phi, Theory and Research in Social Education, Journal of Technology and Teacher Education, High School Journal, Journal of Social Studies Education Research, Social Education, Middle Level Learner, Teacher Education and Practice, Journal of Digital Learning in Teacher Education and Social Studies Research and Practice. Tina is actively involved in schools and maintained a longstanding Professional Development School Partnership for over a decade. She is the Vice President of the National Council for the Social Studies. She is also the Past Chair of the Executive Board of the College and University Faculty Assembly, the research organization of the National Council for the Social Studies (NCSS). Tina served as the Director of the National Council for the Social Studies C3 Literacy Collaborative from 2014-2016. This project, funded by the Bill and Melinda Gates Foundation, supported over fifty social studies educator teams across the national in their grassroots efforts to implement the NCSS College, Career, and Civic Life (C3) Framework though online professional development.


Education

Ph.D. -- University of North Carolina at Greensboro, 2002, Curriculum and Teaching, Specialization: K-12 Social Studies Education and Technology 
M.A. --Wake Forest University, Master of Arts, 1999, Social Studies Education and History
B.A.-- Wake Forest University, Bachelor of Arts, 1991, Social Studies Education, History and Mathematics


Teaching

Instructional Design and the Use of Technology with Middle and Secondary Learners
Teaching Social Studies to Middle and Secondary Learners
Integrating Reading and Writing Across Content Areas 
Models of Teaching 
Issues in Social Studies and Primary Source Materials 
Beyond the Textbook: Expanding Social Studies Content 
Issues in 6-12 Social Studies Education 
Historical Analysis and Authentic Curricular Applications of History
Teaching, Curriculum and Contemporary Students 
Issues in Middle and Secondary Education
Middle and Secondary Social Studies Methods
Teaching, Curriculum and Contemporary Issues in Education 
Planning for K-12 Instruction
Research and Analysis of K-12 Teaching 
Historical Inquiry and Authentic Content in Social Studies
Advanced Methods in Middle and Secondary Social Studies 
Primary and Secondary Source Analysis and Curriculum Development in Social Studies 
Graduate Student Teaching and Internship 
Seminar in Professional Development
Integrating Reading and Writing Across Content Areas 
The Secondary School Experience 
Independent Study in Secondary Social Studies
History of Urbanization and Its Impact on Schooling
Independent Study in Urban Education 


Research Interests/Areas of Expertise

Social Studies Policy and Practice
Disciplinary Literacy in Social Studies
Online Learning
Technology-Mediated Learning
High Leverage Practices in Social Studies


Awards & Honors

2017, Nominated for the University of North Carolina at Charlotte, Provost’s Award for Excellence in Teaching, M.Ed. in Middle Grades and Secondary Education 
2016, America Education Research Association, Constructivist Special Interest Group (SIG), Outstanding Conference Submission Award
2016, Society for Information Technology and Teacher Education (SITE) Outstanding Research Paper Award. 
2015, University of North Carolina at Charlotte, Cato College of Education Award for Sustained Service to Public Schools
2015, Nominated for the University of North Carolina at Charlotte, Provost’s Award for Excellence in Teaching, The Cato College of Education Prospect for Success
2014, Surry County Sports Hall of Fame Inductee, Dobson, North Carolina 
2013, America Education Research Association, Social Studies Education Special Interest Group (SIG), Outstanding Research Paper Award
2013, University of North Carolina at Charlotte, Cato College of Education Excellence in Research Award
2012, Society for Information Technology and Teacher Education, National Technology Leadership Initiative (NTLI) Fellowship Award
2011, National Council for the Social Studies College and University Faculty Assembly, Technology Research Paper Award
2010, Edward C. Pomeroy Award. Journal of Curriculum and Instruction, Guest Editor. 
2010, University of North Carolina at Charlotte, Cato College of Education Excellence in Research Award
2010, International Conference on Online Learning, Nominated for the Outstanding Online Program. 
2010, Campus Technology Innovators, Nominated for the Research and Program Implementation of Technology Recognition
2009, University of North Carolina at Charlotte, Cato College of Education Excellence in Teaching Award 
2008, North Forsyth High School, Athletic Hall of Fame, Winston-Salem, North Carolina
2007, America Education Research Association, Social Studies Education Special Interest Group (SIG), Outstanding Research Paper Award
2005, 2004, Nominated for College of Education Teaching Fellows Undergraduate Teaching Award 
2004, “Moore's Most Wanted” Undergraduate Teaching Recognition selected by Moore Hall Residents
1995-1996, North Forsyth High School, Teacher of the Year 
1995, North Carolina Girls' Indoor Track State Championship Team and Coach of the Year
1994, North Carolina Girls' Indoor Track State Championship Team and Coach of the Year
1994, North Carolina Girls' Outdoor Track State AAAA Championship Team and Coach of the Year 
1996-1998, Metro 4A Conference Boys' Cross Country and Outdoor Track Coach of the Year 
1991-1998, Metro 4A Conference Girls' Cross Country and Outdoor Track Coach of the Year 
1988-1991, Wake Forest University, ACC Academic Honor Roll
1990-1991, Wake Forest University, Most Outstanding Female Athlete
1990-1991, Wake Forest University, MVP Outdoor Track
1990-1991, Wake Forest University, Most Improved Indoor Track
1991, 1990, Wake Forest University, Kimberley Luanane Sportsmanship Award
1990-1991, Wake Forest University, Team Captain, Indoor and Outdoor Track 
1990-1991, Wake Forest University, Athletic Director’s Captains’ Council
1989-1990, Wake Forest University, Most Improved Outdoor Track
1987-1991, Wake Forest University, Four Year Letterman, Outdoor Track
1987-1991, Wake Forest University, Four Year Letterman, Indoor Track
 

Community Involvement

Tina is the Vice President of the National Council for the Social Studies. She is also the Past Chair of the Executive Board of the College and University Faculty Assembly, the research organization of the National Council for the Social Studies (NCSS). Tina served as the Director of the National Council for the Social Studies C3 Literacy Collaborative from 2014-2016. This project, funded by the Bill and Melinda Gates Foundation, supported over fifty social studies educator teams across the national in their grassroots efforts to implement the NCSS College, Career, and Civic Life (C3) Framework though online professional development. Tina has served on the North Carolina Council for the Social Studies and as president of the North Carolina Professors of Social Studies Education. Tina is actively involved in schools and maintained a longstanding Professional Development School Partnership for over a decade. She leads workshops on disciplinary literacy in social studies. She co-authored a Goodnight Foundation Grant with Union County Public Schools. She and colleagues lead community outreach cohorts in middle and secondary education in numerous counties, such as Iredell, Rowan, Stanly, and Union.


Selected Publications

Byker, E., Coffey, H., Harden, S., Good, A. Heafner, T., Brown, K., & Holzberg, D. (2017). Hoping to teach someday? Inquire within: Examining inquiry-based learning with first-semester undergraduates. Journal of Inquiry and Action in Education, 8(2), 54-80.
Fitchett, P. G., Heafner, T. L., & Lambert, R. (2017). An analysis of predictors of history content knowledge: Implications for policy and practice. Education Policy Analysis Archives, 25(65), 1-29.
Heafner, T. L., & Fitchett, P. G. (2017). Incorporating Item Response Theory (IRT) to predict US history content knowledge. Journal of Social Education Research. http://dx.doi.org/10.1016/j.jssr.2017.01.001 
Heafner, T.L., Triplett, N., Handler, L., & Massey, D. (2017). Situated word learning: Words of the Year (WsOY) and social studies inquiry. Theory and Research in Social Education, 1-39.
Massey, D. D., & Heafner, T. L. (2017). Beginning inquiry: Short texts for inexperienced readers in U.S. History. Culver City, CA: Social Studies School Services. 
Coffey, H., Webster, N., & Heafner, T. (2016). "Labels don’t define a school!": Developing justice-oriented teaching dispositions through service-learning opportunities. Submitted to International Journal for Research in Service-Learning in Teacher Education, 4, 1-16.
Fitchett, P. G., Heafner, T. L., & Harden, S. B. (2016). Characteristics and working conditions of moonlighting teachers: Evidence from the 2011-2012 schools and staffing survey. Current Issues in Education, 19(1). 
Heafner, T. L., & Massey, D. M. (2016). Initiating inquiry: Using texts and curiosity to inspire readers. Social Education, 80(6), 333-342. 
Heafner, T. L., & Petty, T. M. (2016). Using edTPA to compare online and face to face teacher preparation programs. Journal of Technology and Teacher Education (JTATE), 24(2), 153-186.
Heafner, T. L., & Plaisance, M. P. (2016). Exploring how institutional structures and practices influence English learners’ opportunity to learn social studies. Teachers College Record, 118(8), p. 1-36. 
Heafner, T. L., & Plaisance, M. (2016). Rethinking clinical experiences for social studies teacher education. Contemporary Issues in Technology and Teacher Education, 4(16).
Heafner, T. L., & Fitchett, P. G. (2015). Principals' and teachers' reports of instructional time allocations in third grade. Journal of International Social Studies, 5(1), 64-80. 
Heafner, T. L., & Fitchett, P. G. (2015). An opportunity to learn US history: What NAEP data suggest regarding the opportunity gap. The High School Journal, 98(3), 226-249.
Petty, T. M., Heafner, T. L., Farinde, A., & Plaisance, M. P. (2015). Windows into teaching and learning: Professional growth of classroom teachers in an online environment. Technology, Pedagogy, and Education, 1-14. 
Fitchett, P. G., Heafner, T. L., & Lambert, R. (2014). Examining social studies marginalization: A multilevel analysis. Educational Policy, 28(1), 40-68.
Fitchett, P., Heafner, T. L., & Lambert, R. (2014). Social studies under siege: Examining policy and teacher-level factors associated with elementary social studies marginalization. Teacher's College Record, 116, 1-34.
Groce, E., Bellows, M. E., McClure, G., Daigle, E., Heafner, T., & Fox, B. (2014). Is Rosa still tired?: Revisiting Kohl’s myths in contemporary picture books. American Education History Journal, 41(2), 425-443. 
Heafner, T. L., Lipscomb, G. B., & Fitchett, P. G. (2014). Instructional practices of elementary social studies teachers in North and South Carolina. Journal of Social Studies Research, 38, 15-31. 
Heafner, T., McIntyre, E., & Spooner, M. (2014). The CAEP standards and research on eduCator preparation programs: Linking clinical partnerships with program impact. Peabody Journal of Education: Issues of Leadership, Policy, and Organizations, 89(4), 516-532.
Heafner, T. L., & Plaisance, M. (2014). Exploring synchronous text chat in remotely-delivered early field experiences. Journal of Interactive Learning Research, 25(3), 327-352.
Zakas, T., Browder, D. M., Ahlgrim-Delzell, L, & Heafner, T. (2013). Teaching social studies content to students with autism using a graphic organizer intervention. Research in Autism Spectrum Disorders, 7(9), 1075-1086.
Fitchett, P., Heafner, T. L., & Lambert, R. (2012). Examining elementary social studies marginalization: A multilevel model. Educational Policy, XX(X), 1-29.
Heafner, T. L., & Fitchett, P. G. (2012). National trends in elementary instruction: Exploring the role of social studies curricula. The Social Studies, 103, 67-72. 
Heafner, T. L., & Massey, D. D. (2012). Targeted vocabulary strategies for secondary social studies. Culver City, CA: Social Studies School Services.
Heafner, T. L., Petty, T., & Hartshorne, R. (2012). University supervisor perspectives of the remote observation of graduate interns. Journal of Computing in Higher Education, 24(3), 143-163.
Hartshorne, R., Heafner, T., & Petty, T. (2011). Examining the effectiveness of the remote observation of graduate interns. Journal of Technology and Teacher Education, 19(4), 395-422.
Heafner, T. L. (2011). Civic engagement in teacher education: A commitment to democratic ideals. Teacher Education and Practice, 24(3), 340-342.
Heafner, T. L., Petty, T. M., & Hartshorne, R. (2011). Evaluating modes of teacher preparation: A comparison of face-to-face and remote observations of graduate interns. Journal of Digital Learning in Teacher Education, 27(4), 154–164.